PART I: Objectives Student will understand that right triangles are in many different polygons. Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. Student will be able to design right triangles in different polygons and compare polygons to find right triangles.
Product: Google Sketch-Up or Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Rationale: Students will learn to use the Pythagorean Theorem formula and how to use it for unknown distances and how to find right triangles in other shapes to use the Pythagorean Theorem.
Assessments Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will do an activity called Think-Pair-Share activity where they are in teams and talk about a question posed by the teacher and then discuss it as a class. Students will also be playing a game, called cubing, in groups where they have to answer Pythagorean Theorem problems that are posed as other polygons instead of right triangles or a rectangle. They will also be able to play talk a mile a minute where they are in partners, and there are vocabulary words about the Pythagorean Theorem and polygons that they have to try to have their partner guess. Section II – timely feedback for products (self, peer, teacher) Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem. The teacher will give feedback on the checklist and on their Google Sketch-Up or Prezi.
Summative (Assessment of Learning): Google Sketch Up: Use google sketch up to design various polygons. After, draw right triangles in the polygons and show how to use the Pythagorean Theorem to find different distances in the polygon, including the perimeter. Design at least four polygons and print off your work when done. 60 points
OR On Prezi, you can make different shapes on your slides, or insert pictures of polygons. Create polygons and then compare different polygons to show how there is right triangles in your polygons. You will present this Prezi, so make your presentation engaging and explain how you compared the polygons and how you found your right triangles. 60 points
Integration Technology (SAMR): Google Sketch Up and Prezi would be at a modification level where students can use technology to create things and draw on a computer. Content Areas: Art: Students get to experience and go in depth with many polygons and create their own.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction The graphic organizer students are using will be a polygon worksheet where students try to find shapes in other polygons, it doesn’t have to be right triangles. Students will be doing a Think-Pair-Share activity along with cubing and talk a mile a minute. Section II – Groups and Roles for Product Students can be in partners for their Google-Sketch up or Prezi project to promote the learning and ideas of both students.
Differentiated Instruction MI Strategies Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning.
Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them.
Musical: In the hook, there will be a polygon musicC video.
Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them.
Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem.
Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions Gifted Students: If a student is gifted, their challenge will be to use Google Sketch-Up or Geogebra (or any technology tool) to insert pictures on their Prezi. So essentially, they could use both products.
Materials, Resources and Technology List all the items you need for the lesson.
The desks or tables will be put together to make different polygon shapes for group stations.
Agenda (include days and times)
Day 1:
Hook, Polygon Song(5 Minutes)
Graphic Organizer (10 minutes)
Stations (60 Minutes)
De-Brief (5 Minutes)
Homework: Worksheet Packets
Day 2:
Go over homework (5 Minutes)
Think-Pair-Share (30 Minutes)
Project Introduced (10 Minutes)
Google Sketch-Up intro (25 Minutes)
Checklist and Comments (10 Minutes)
Homework: Come to class with ideas of how polygons with the Pythagorean Theorem is related to the real world.
Day 3:
Human Polygon grid Game (65 Minutes)
Pick Partners and start planning for project (15 Minutes)
Day 4:
Work time (50 Minutes)
Presentations (30 Minutes)
Day 5:
Presentations (70 Minutes)
Lesson Wrap up (10 Minutes)
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Student will understand that right triangles are in many different polygons. Students will be learning how to use the Pythagorean Theorem in many other shapes other than the typical right triangle to solve sides of other shapes. They will then relate this back to finding distances and then back to the thought in lesson one that the Pythagorean Theorem is literally everywhere in the real world. The desks will be arranged in groups, and the desks will make different polygon shapes. Students will be hooked into this lesson with a polygon song and a discussion on why their desks are arranged the way that they are. The song will also serve as a refresher to polygons for students before the lesson.
Student will knowPythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. Students will complete a quick graphic organizer where they will try to figure out where they can find right triangles in polygons so they can find the sides of other polygons using the Pythagorean Theorem. This is a strategy for the students to try to explore material before being taught it. They will complete many activities in stations where they will talk a mile a minute, do a cubing activity, and use cubes to create triangles on big polygon cut outs. Students will also be doing a Think-Pair-Share. Lastly, students will play a game where they relate polygons to coordinate grids. They will play a human polygon grid game with tape on the floor.
Student will be able todesign right triangles in different polygons and compare polygons to find right triangles. Students will create a project using Google Sketch-Up or Prezi, or both together, where they will create polygons and show how they can find right triangles in the polygons to use the Pythagorean Theorem to find the sides of the polygon. They will present this in class also. Students will take on many roles in this lesson depending on the station they are at and when they are doing their project. They will be encouraged when creating their project to take a creative side and try to relate polygons to the real world when finding lengths. Students will be grouped at random when in class, sometimes they will choose and sometimes the teacher will just group them. When students work on their projects they are allowed a partner which they can choose, or work independently. The teacher will assess students in class after activities where they will get written feedback on their work and they will also get feedback on their presentations with a chance to sit down with the teacher afterward to explain what they would do differently if they were to do it again, and the teacher will decide if she wants to change their grade depending on their mastery. They can keep fixing their projects until mastery is shown.
The product will be scored by a checklist of if the students mastered the content and showed their presentation and mastery in a creative way. Students will get feedback after their station work and after their presentations, and also they will get feedback on their check-in. They can use feedback on their presentations to try to master what they did not at the time, so they can change their grade. Students will realize that the Pythagorean Theorem connects to the lessons before hand with coordinate grids, distances, and they will be able to completely connect the Pythagorean Theorem to many real world examples. They will be ready to complete a Google Earth project over the unit to pull everything together.
Evaluate, Tailors: Intrapersonal
Teacher Content Notes Day 1: Hook-Polygon Song Ask if any questions Fill Out Graphic Organizer by themselves. Should spark learning on their own, they should make connections that triangles are in other shapes. Stations (15 minutes each) 1)Mile a Minute Students have a list of 5 words per person that have to deal with the Pythagorean Theorem knowledge they have up to this point. The talker has to start describing each word as fast as they can without using any words on the list or rhyming. Once every person has gone, they discuss which clues were most helpful and why. 2)Cubes with paper polygon shapes There will be various sheets of big polygon shapes on paper on their table and building cubes. Students are to use the cubes to put on the polygon shapes to find the right triangles. When doing so, they should also connect that each cube is equal to one unit, so they can find the lengths of the sides by doing this also. 3)Cubing activity Display 10 questions from what they know about the Pythagorean Theorem up to this point. Each student rolls the die and answers the question with the corresponding number. If a number is rolled more than once the student may elaborate on that response from before. 4)Word Problem Scenarios There will be various word problem scenarios on questions like if you were in Florida and you had to get to Nevada by flying, but you can only travel north and west, where would you stop? There will be various problems and students will do as many as they can in the time they have. De-brief on what went well, what did not, and what they liked or would do differently. Homework: Worksheet packet practicing stations 1, 2, and 4. Day 2: Go over homework questions
Think-Pair-Share Activity 1.Teacher poses a question related to the lesson. (This type of question will be decided depending on what the teacher thinks students need more help on from stations.) 2. Give sufficient think time for individuals think. 3. Students pair with person next to them to discuss responses. 4. Students share their responses with the class.
Project Introduced
Google Sketch-Up intro
Checklist and Comments to reflect on everything they’ve learned and if they have ideas or questions on the project.
Homework: Come to class with ideas of how polygons with the Pythagorean Theorem is related to the real world. Day 3: Human Polygon grid Game -The classroom will have all the desks pushed to the outside edge -Tape will be on the floor that will create a coordinate grid Students will take another colored tape and create polygon shapes on the coordinate grid. They will stand on the points of the polygon. Students who aren’t on a point will be the ones measuring when the teacher chooses which two people they are to find the distance between; this can include the distance between two people in the same polygon. They will do many shapes and discuss as a class as it goes. They will switch it up and find as many distances as they can in the allotted time.
Pick Partners and start planning for project Homework: Start projects, they are aware they will have 50 minutes for work time the next class. Day 4:
Work time (50 Minutes) Teacher will be available for questions and help. If students feel as if they need more time then the teacher will let them have the whole period. If not, presentations will start after 50 minutes.
Presentations
Day 5:
Presentations (70 Minutes)
Lesson Wrap up (10 Minutes) Day 6: Possible continuous Presentations
Handouts List the items that need to be printed out for the lesson.
Practice Problems for Cubing
Word Problems
Polygon shapes
Graphic Organizer
Worksheet packet for homework
Reflection Checklist
Grading Rubric for product
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Students will be able to access the class website where deadlines and agendas will be and they will have a sample to look at for their project so they know what is expected of them. Microscope: Students will be exploring Google Sketch-up or Prezi and learn on their own. Puppy: Students will be working in small group at stations where they can be comfortable to learn. Beach Ball: Students will be doing a human grid polygon game where things will be on the fly and very flexible to learn.
Rationale: This demonstrates the standard by allowing students to find unknown distances in various polygons and on coordinate grids using the Pythagorean Theorem.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Students will have stations where they will explore and do many checking for understanding ideas along with other class activities including Think-Pair-Share and human coordinate grid with polygons to find distances. Summative: Students will be using Google-Sketch-Up and Prezi to show that they understand how to find the sides of other polygons using the Pythagorean Theorem. Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem up to this point. Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: MLR or CCSS: Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Facet: Explanation, Interpretation
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning.
Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them.
Musical: In the stations, there will be one that explains what a polygon is with a video.
Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them.
Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem.
Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them.
SAMR: The Google Sketch-up and Prezi will be in the Modification level where students will be able to create shapes and make a visual presentation digitally. Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: a, b, c, d Students will be creating their own polygons and exploring where and how they can relate the Pythagorean Theorem and polygons together.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: a, b, c, d Students are doing many different types of learning in this lesson and using new digital tools to show their learning that many standards are met.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. Carey Lesson #: 4 Facet: Explanation, Interpretation
Grade Level: 8 Numbers of Days: 5-6
Topic: Geometry
PART I:
Objectives
Student will understand that right triangles are in many different polygons.
Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance.
Student will be able to design right triangles in different polygons and compare polygons to find right triangles.
Product: Google Sketch-Up or Prezi
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Rationale: Students will learn to use the Pythagorean Theorem formula and how to use it for unknown distances and how to find right triangles in other shapes to use the Pythagorean Theorem.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will do an activity called Think-Pair-Share activity where they are in teams and talk about a question posed by the teacher and then discuss it as a class. Students will also be playing a game, called cubing, in groups where they have to answer Pythagorean Theorem problems that are posed as other polygons instead of right triangles or a rectangle. They will also be able to play talk a mile a minute where they are in partners, and there are vocabulary words about the Pythagorean Theorem and polygons that they have to try to have their partner guess.
Section II – timely feedback for products (self, peer, teacher)
Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem. The teacher will give feedback on the checklist and on their Google Sketch-Up or Prezi.
Summative (Assessment of Learning):
Google Sketch Up: Use google sketch up to design various polygons. After, draw right triangles in the polygons and show how to use the Pythagorean Theorem to find different distances in the polygon, including the perimeter. Design at least four polygons and print off your work when done. 60 points
OR On Prezi, you can make different shapes on your slides, or insert pictures of polygons. Create polygons and then compare different polygons to show how there is right triangles in your polygons. You will present this Prezi, so make your presentation engaging and explain how you compared the polygons and how you found your right triangles. 60 points
Integration
Technology (SAMR):
Google Sketch Up and Prezi would be at a modification level where students can use technology to create things and draw on a computer.
Content Areas:
Art: Students get to experience and go in depth with many polygons and create their own.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
The graphic organizer students are using will be a polygon worksheet where students try to find shapes in other polygons, it doesn’t have to be right triangles. Students will be doing a Think-Pair-Share activity along with cubing and talk a mile a minute.
Section II – Groups and Roles for Product
Students can be in partners for their Google-Sketch up or Prezi project to promote the learning and ideas of both students.
Differentiated Instruction
MI Strategies
Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning.
Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them.
Musical: In the hook, there will be a polygon musicC video.
Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them.
Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem.
Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions
Gifted Students:
If a student is gifted, their challenge will be to use Google Sketch-Up or Geogebra (or any technology tool) to insert pictures on their Prezi. So essentially, they could use both products.
Materials, Resources and Technology
List all the items you need for the lesson.
Source for Lesson Plan and Research
List all URL and describe.
https://www.youtube.com/watch?v=5g23w0LKNQQ Polygon Song for Hook
https://docs.google.com/document/d/1TipD5KSqzaPDbwtcYhYFx0vEyAezTk4U-hT2AaghO6w/edit Graphic Organizer
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html Think-Pair-Share
http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperative_learning_strategies.pdf Cubing, Mile a Minute, etc.
https://www.youtube.com/watch?v=ktjpUuzilLU Google Sketch-Up tutorial
https://www.youtube.com/watch?v=fmgF-dLXv58 Prezi Tutorial
https://prezi.com/ Prezi Website
http://www.contracosta.edu/legacycontent/math/Pythagoras.htm Pythagorean Theorem within Polygons
http://jwilson.coe.uga.edu/EMAT6680Fa2012/Smith/6690/pythagorean%20theorem/KLS_Pythagorean_Theorem.html Pythagorean Theorem with Polygons
https://www.youtube.com/watch?v=l8-bnZh8Zuc Pythagorean Theorem Math Song
PART II:
Describe your classroom arrangement.
The desks or tables will be put together to make different polygon shapes for group stations.
Agenda (include days and times)
Day 1:
Hook, Polygon Song(5 Minutes)
Graphic Organizer (10 minutes)
Stations (60 Minutes)
De-Brief (5 Minutes)
Homework: Worksheet Packets
Day 2:
Go over homework (5 Minutes)
Think-Pair-Share (30 Minutes)
Project Introduced (10 Minutes)
Google Sketch-Up intro (25 Minutes)
Checklist and Comments (10 Minutes)
Homework: Come to class with ideas of how polygons with the Pythagorean Theorem is related to the real world.
Day 3:
Human Polygon grid Game (65 Minutes)
Pick Partners and start planning for project (15 Minutes)
Day 4:
Work time (50 Minutes)
Presentations (30 Minutes)
Day 5:
Presentations (70 Minutes)
Lesson Wrap up (10 Minutes)
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Student will understand that right triangles are in many different polygons. Students will be learning how to use the Pythagorean Theorem in many other shapes other than the typical right triangle to solve sides of other shapes. They will then relate this back to finding distances and then back to the thought in lesson one that the Pythagorean Theorem is literally everywhere in the real world. The desks will be arranged in groups, and the desks will make different polygon shapes. Students will be hooked into this lesson with a polygon song and a discussion on why their desks are arranged the way that they are. The song will also serve as a refresher to polygons for students before the lesson.
Where, Why , What, Hook Tailors: Musical, Visual, Interpersonal
Student will knowPythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. Students will complete a quick graphic organizer where they will try to figure out where they can find right triangles in polygons so they can find the sides of other polygons using the Pythagorean Theorem. This is a strategy for the students to try to explore material before being taught it. They will complete many activities in stations where they will talk a mile a minute, do a cubing activity, and use cubes to create triangles on big polygon cut outs. Students will also be doing a Think-Pair-Share. Lastly, students will play a game where they relate polygons to coordinate grids. They will play a human polygon grid game with tape on the floor.
Equip, Explore, Rethink, Tailors: Interpersonal, Visual, Interpersonal, Logical, Kinesthetic, Verbal
Student will be able todesign right triangles in different polygons and compare polygons to find right triangles. Students will create a project using Google Sketch-Up or Prezi, or both together, where they will create polygons and show how they can find right triangles in the polygons to use the Pythagorean Theorem to find the sides of the polygon. They will present this in class also. Students will take on many roles in this lesson depending on the station they are at and when they are doing their project. They will be encouraged when creating their project to take a creative side and try to relate polygons to the real world when finding lengths. Students will be grouped at random when in class, sometimes they will choose and sometimes the teacher will just group them. When students work on their projects they are allowed a partner which they can choose, or work independently. The teacher will assess students in class after activities where they will get written feedback on their work and they will also get feedback on their presentations with a chance to sit down with the teacher afterward to explain what they would do differently if they were to do it again, and the teacher will decide if she wants to change their grade depending on their mastery. They can keep fixing their projects until mastery is shown.
Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Visual, Logical
The product will be scored by a checklist of if the students mastered the content and showed their presentation and mastery in a creative way. Students will get feedback after their station work and after their presentations, and also they will get feedback on their check-in. They can use feedback on their presentations to try to master what they did not at the time, so they can change their grade. Students will realize that the Pythagorean Theorem connects to the lessons before hand with coordinate grids, distances, and they will be able to completely connect the Pythagorean Theorem to many real world examples. They will be ready to complete a Google Earth project over the unit to pull everything together.
Evaluate, Tailors: Intrapersonal
Teacher Content Notes
Day 1:
Hook-Polygon Song Ask if any questions
Fill Out Graphic Organizer by themselves. Should spark learning on their own, they should make connections that triangles are in other shapes.
Stations (15 minutes each)
1) Mile a Minute
Students have a list of 5 words per person that have to deal with the Pythagorean Theorem knowledge they have up to this point. The talker has to start describing each word as fast as they can without using any words on the list or rhyming. Once every person has gone, they discuss which clues were most helpful and why.
2) Cubes with paper polygon shapes
There will be various sheets of big polygon shapes on paper on their table and building cubes. Students are to use the cubes to put on the polygon shapes to find the right triangles. When doing so, they should also connect that each cube is equal to one unit, so they can find the lengths of the sides by doing this also.
3) Cubing activity
Display 10 questions from what they know about the Pythagorean Theorem up to this point. Each student rolls the die and answers the question with the corresponding number. If a number is rolled more than once the student may elaborate on that response from before.
4) Word Problem Scenarios
There will be various word problem scenarios on questions like if you were in Florida and you had to get to Nevada by flying, but you can only travel north and west, where would you stop? There will be various problems and students will do as many as they can in the time they have.
De-brief on what went well, what did not, and what they liked or would do differently.
Homework: Worksheet packet practicing stations 1, 2, and 4.
Day 2:
Go over homework questions
Think-Pair-Share Activity
1.Teacher poses a question
related to the lesson. (This type of question will be decided depending on what the teacher thinks students need more help on from stations.)
2. Give sufficient think time
for individuals think.
3. Students pair with person next to them to discuss responses.
4. Students share their responses with the class.
Project Introduced
Google Sketch-Up intro
Checklist and Comments to reflect on everything they’ve learned and if they have ideas or questions on the project.
Homework: Come to class with ideas of how polygons with the Pythagorean Theorem is related to the real world.
Day 3:
Human Polygon grid Game
-The classroom will have all the desks pushed to the outside edge
-Tape will be on the floor that will create a coordinate grid
Students will take another colored tape and create polygon shapes on the coordinate grid. They will stand on the points of the polygon. Students who aren’t on a point will be the ones measuring when the teacher chooses which two people they are to find the distance between; this can include the distance between two people in the same polygon. They will do many shapes and discuss as a class as it goes. They will switch it up and find as many distances as they can in the allotted time.
Pick Partners and start planning for project
Homework: Start projects, they are aware they will have 50 minutes for work time the next class.
Day 4:
Work time (50 Minutes)
Teacher will be available for questions and help. If students feel as if they need more time then the teacher will let them have the whole period. If not, presentations will start after 50 minutes.
Presentations
Day 5:
Presentations (70 Minutes)
Lesson Wrap up (10 Minutes)
Day 6:
Possible continuous Presentations
Handouts
List the items that need to be printed out for the lesson.
- Practice Problems for Cubing
- Word Problems
- Polygon shapes
- Graphic Organizer
- Worksheet packet for homework
- Reflection Checklist
- Grading Rubric for product
Maine Common Core Teaching Standards for Initial Teacher Certification and RationaleStandard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will be able to access the class website where deadlines and agendas will be and they will have a sample to look at for their project so they know what is expected of them.
Microscope: Students will be exploring Google Sketch-up or Prezi and learn on their own.
Puppy: Students will be working in small group at stations where they can be comfortable to learn.
Beach Ball: Students will be doing a human grid polygon game where things will be on the fly and very flexible to learn.
Rationale: This demonstrates the standard by allowing students to find unknown distances in various polygons and on coordinate grids using the Pythagorean Theorem.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Students will have stations where they will explore and do many checking for understanding ideas along with other class activities including Think-Pair-Share and human coordinate grid with polygons to find distances.
Summative:
Students will be using Google-Sketch-Up and Prezi to show that they understand how to find the sides of other polygons using the Pythagorean Theorem.
Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem up to this point.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Facet: Explanation, Interpretation
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will be able to reflect at each station on what they learned about the Pythagorean Theorem by writing in their notes so they can use prior knowledge to build on what they keep learning.
Visual: Google Sketch-Up will have polygons that will have great visuals for students to be able to picture and draw right triangles inside of them.
Musical: In the stations, there will be one that explains what a polygon is with a video.
Kinesthestic: When students go to stations in the beginning, they will be able to be hands on to really see that polygons have right triangles inside them.
Intrapersonal: Students will assess themselves at the end of class using a checklist on how they feel about their knowledge of the Pythagorean Theorem.
Interpersonal: Students will be able to play the Cubing game and Talk a Mile a Minute so they are able to socialize and have fun while still using the Pythagorean Theorem to solve problems with other polygons and not just right triangles given to them.
SAMR: The Google Sketch-up and Prezi will be in the Modification level where students will be able to create shapes and make a visual presentation digitally.
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: a, b, c, d
Students will be creating their own polygons and exploring where and how they can relate the Pythagorean Theorem and polygons together.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: a, b, c, d
Students are doing many different types of learning in this lesson and using new digital tools to show their learning that many standards are met.